Teacher Attitudes

This study examined the shared experiences of student and teacher activists in light of current theoretical and political contexts of interest to social justice activists. The study involved collaborative in-depth interviews with and observations of seven student and four teacher activists in Alberta, Canada. The participants came from six ethnocultural groups (Asian, white Anglo-Saxon, African-Canadian, South American, and Indo-Canadian). Interviews examined participants ' teaching assignments or grade levels, background training or personal involvement with diversity work, and/or experiences with discrimination. Participants described their own role in their school's particular group or project and shared specific aspects of its formation, goals, procedures, membership, and activities. They also provided information on administrative support, political climate, sustainability, achievements, challenges, and barriers to social justice activism. Overall, participants were frustrated by the pervasive and subtl